Page 308 - EL Grade 5 Teacher Guide

Stories of Human Rights
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After 10 minutes, refocus whole group and invite students to return to their original triads.
One at a time, invite students to share out. Give each student 2 minutes to share, with A going rst, then B, then C. Tell students that while listening to the other people in their triad pre- senting, they should make notes on the appropriate row of their note-catcher.
Once all students have presented, use a total participation technique to invite responses from the group to help you complete the displayed note-catcher. Remind students of what it looks like to quote accurately from the text. Refer to Character Reaction Note-catcher: “Los Espárragos” (example, for teacher reference) as necessary.
Focus students on the selected response questions at the end of their note-catcher and invite them to work in their triads to underline the answer they think is correct. Remind them of the Strategies to Answer Selected Response Questions anchor chart.
Using a total participation technique, invite responses from the group:
“How are the character reactions similar?” (They are both sad for the people who were taken away.)
“How are the character reactions di erent? What does this tell you about each of the characters?” (Esperanza is worried for herself and her Mama, and once she realizes she is okay, she is then concerned about the strikers who were taken away and Marta. Jose na knows a lot about what will happen to the people, and there is no mention of her being worried. Marta is worried about getting caught.)
“Why do they respond di erently?” (They respond di erently because each has a di er- ent role in this situation. Esperanza has never experienced anything like this before and as the provider for her Mama, she is worried for them both. Because of this role of being the provider, she also better understands how the strikers must feel and has a lot of sym- pathy for them. Jose na seems to know a lot about what happened and doesn’t seem wor- ried, showing perhaps that she has been through this before. Marta is on the other side of the situation—she is at risk of being taken away, so she is dependent on Esperanza not to give her away and very frightened.)
“How did the strategies on the Close Readers Do These Things anchor chart help you to better understand the text?” (Responses will vary.)
Tell students they are now going to use the Red Light, Green Light protocol to re ect on their progress toward the second learning target. Remind students that they used this proto- col earlier in the lesson and review as necessary. Refer to the Classroom Protocols document for the full version of the protocol.
Guide students through the protocol using the rst learning target.
Note students showing red or yellow objects so you can check in with them.
Meeting Students’ Needs
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For ELLs: Ask:
“What is the di erence between the words immigrant, immigrate, and immigration?” (Immigrant is a noun describing a person who moves to live permanently a di erent country. Immigrate is a verb that describes the act of moving to live permanently a di erent country. Immigration is a noun that describes the process of people moving to another country to live there permanently.)
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Unit 2: Lesson 6